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and pragnalics (Stem: in Alitis dd Allrn& 1981: 133) 'PEgnatics' sas otr€rcd by Oll€r as an alG@rjr,e lo lhose linguistic lheories (S1em: 131). Pragrnatics places emphasis on rcal larguage use. OIer wanted to sce the Dotion of de€P sErcture rcinteprctcd 6 meaning: relation between situstional sitlina ad litrguistic fonn ntber tbd relation between se<strong>tt</strong>enc€s and underlying sentences (deep/sudace sliuctue) O er claims that pragmatics has implioatiors for lmguage te&hit$ he identifies tbe goat of ieaching a languSe a indu.ing tlE sludenb not merety lo m3Dipulat€ meairingl€ss solnd sequeDces, bu! ro sod ard rcceive messages in rhe language. Henc€ emerges th€ lem 'connuication' which tl€n form€d the bais for the @n1''Micative lmsuge te&hing (CLT) 4 a very comprehdii€ approach rc lDorc effective languaSe l€ching and thus leibitr& 'It|e nain emphasis ofdE CLT is th€ fact that the fomnl or stuc<strong>hr</strong>.l rheories view lmguaAe outside a panjcula. cont€n of ldau8e use. This is as a rcsuh of orer concenFation on usage, whicb may ofim iav. effect of pu<strong>tt</strong>ing lhe larguage being lemi at a rcmove 6om the leamers' own €xper;ence of language (Widdowsor- 1987:17). lE co|mBi@dv€ tlpory, on the other hmd, presents the second languaSe in a no€ clearly spsified social co<strong>rt</strong>ext md siruation in which lmgug€ actualy wori6. In other words, by focBing on 'Be' E$er than 'u!age', the corDiohi.<strong>rt</strong>ivo apFoach th@rists haw a<strong>tt</strong>enpted to com€ closer io the reality of lmguS€ use (Stem: in Alitis ad Altud l9El:259). Hs@fonl! uses oflanguage were to be specified i! so.ial se<strong>tt</strong>ings much mo.e precisely in expectadon that lan$rage pedagog/ would rh@by b€corne 6ore r.l.vant 10 the subj€ctive and objetive n€eds ofthe le3rneB- The defnition and idedfication ofthde n€€ds bas cor3titued fnt dd inpo<strong>rt</strong>mt stage in the prcceduE to Mke langlage teaching conmuicative. The second slage has been the definition of <strong>hr</strong>yuasc etesories in s@tic (mti@t) a sie linguislic terG (nedoDal). Ite tcacbing materials and techniqu.s, which are based on socio-linguistic principls NUAIy, ideltiry b!l16 in a sp€cific rcle of languge use. Th€ inteEcdois ale ofl.n spe.ified as shop a3sjstanl - cutomef, forcign b?veler - poliema4 doctor - patist
ud so on. Situtions oflaog@g€ tBe lJe indicated and sornetimes described ir d€iailed $enes; for exarple, visiting a c;tylcountry miving at m airpo<strong>rt</strong>, .eading d academic repo<strong>rt</strong>, elc. Next speech acts, wbich reSulaily oclrr iD lhe given situatioq are aralyz.d; such acts e: intercsting onqeli inquiring, alkiie le<strong>rt</strong>nission and so fonh. Evotlally, lhe linguistic DdifestatioB of sp€ech acls e !.esented in text, dialogue, flow chl<strong>rt</strong> and the [ke. T]e lemer! sE invited to oter inlo tle sitEtion ro that tbey bel]E panicjpants. The lemins tasks used S€qw ly involve prcblem solvine sinula$on or role-play. These very activilies with othqs are those tlEt de used add reanunended in th€ research in hand fd lerrner- There are, of couse, some conventional ddll-t)"e *rcises, bui the difiercnce to<strong>tn</strong> sEwtud pmctic€ lies in rlle fad thal rhe linguistic fom to be pmcticed have e id€nfifiable place in rhe socio-linguislic context, which is preselled to rle lwers in p@del siruatioN in which they ce f@l at hon€ and in which rh.y ned lhe languge itens to be leann idsly. ft€ pEctice is never entirely repetitive or imihtive but ofres mtur.l options of lesuase u5e, utuln prod(es rhe krds of cho;cer rlEL mcul i' sPontlMu! cofi muierjon. In conclusio4 one ce say that larguaae leaming is not an esy task so also languge reacbing. For efeljv€ tanguage leamin& lher€ should bc weli-quali6e4 faithfit, bzrdworkins and humare leachqs, teach€rs rb.t me up to th€ raslc It js only the good teacher who mal@s good lede.s by discovering them and dirEcting them to the best oftheir abilities. A 8ood ieach€r, should have 6 exp€rience in ditreEnt apprcaches ro language Eaching arhong whjcb is the Comnuicative IaguSe Approach as rhis is rle tate comer to the language teaching s@ne and ar the sa<strong>tn</strong>c lime is morc redistic. Tn€y lav6 lo recognize tbat language teachiDg is a theorelical as well as a pmcrical act'viry, and rhat etr@rive leaching Mrerjab ald classmm pNejus deped on primiples draM trom an undmt r'ding of what language B and ho* ir is used. (widdowson.l987:75).
Page 1 and 2:
Departmert
Page 3:
Just to remind you that Why do Jou
Page 6 and 7:
ACWVuLEO9TIEJ$ I am really v€ry g
Page 8 and 9: TABLE OF CONTENTS The A bs tract :
Page 10 and 11: The Abshact: The study, in hand, is
Page 12 and 13: overall result ;s in favor of the p
Page 14 and 15: CTTAPTER t INTRODUCTION 1.1. TIIE S
Page 16 and 17: par€nts. Thcy aftibute il to vari
Page 18 and 19: ofhehavnr agaid nis will Thcrc is d
Page 20 and 21: CHAPTER II SECONDARY EDUCATION IN Y
Page 22 and 23: Yemen, of cowse, was one of rhe .eg
Page 24 and 25: 23 EDUCATION AI'TER TIIE REVOLUTION
Page 26 and 27: difrerence ;s rath€r anificial Th
Page 28 and 29: peFonality should be lreated a a wh
Page 30 and 31: The Ministry of education of the mi
Page 32 and 33: 2.6.1 S.condrry school curriculutD
Page 34 and 35: l8.The fou skjlls al€ stressed eq
Page 36 and 37: appropdate wilh the new &tivities o
Page 38 and 39: To make examination more effective
Page 40 and 41: CHAPTER III REVIEW OF RELATED LIIER
Page 42 and 43: Mio@ ro humn bens sas /e4ro". Lower
Page 44 and 45: the p€rson'cenrercd 6 conrEsPd wi
Page 46 and 47: Be.aule activities in the for€ign
Page 48 and 49: Towards the end of the l97os,anothe
Page 50 and 51: 6. Tclcher to encorrrgc lesrners Pe
Page 52 and 53: 3.1.5 Reserrch dom on L€arnercent
Page 54 and 55: deny the fact that such sppMches ar
Page 56 and 57: activities and anangements in the c
Page 60 and 61: CHAPT€RIV METIIODOLOGY ' Most of
Page 62 and 63: The target population was seconda./
Page 64 and 65: two sloups tha! were found similar
Page 66 and 67: 4.5.1 The Achieven€ posltesl The
Page 68 and 69: appropnaie when uring lhe pos<stron
Page 70 and 71: CITAPTER V MATERIAL A.DAPTATION As
Page 72 and 73: 5.1 Exlmples of L.ssons Plsns 5.r..
Page 74 and 75: s.r.2 L€sror (2-4)[old ..
Page 76 and 77: 5.13 Lersons 5'6(old textbook) Le<s
Page 78: 5.r.4I,8ols (8,9J0xold t tt
Page 81 and 82: 5.2 Enmples ofM.Ntcrial Adrpt tion
Page 83 and 84: 'n l€$on siag.s w€d just as e)(
Page 85 and 86: --Then, the snrd€nrs can stan rea
Page 87 and 88: 3.DoiDg ttl. boDrw
Page 89 and 90: €come less panicipaDl in lhis typ
Page 91 and 92: addition, self-study aclivities are
Page 93 and 94: Usually activiti€s, which encoune
Page 95 and 96: 6. GROUP WORK ACTIVITIES lvork wd u
Page 97 and 98: CHAPIER. VI THERESIJLTS 'hi@.lim it
Page 99 and 100: control grouA on ihe other hand, sc
Page 101 and 102: 9flo of the total rBponses oflhe fo
Page 103 and 104: 6.13 Rsults of Ob3€rvrt</
Page 105 and 106: 6.2 RESULT INTERPRTATION 6,2.1. Po$
Page 107 and 108: lsee tables 11,12 & l3l. The centra
Page 109 and 110:
to 'Ct.tu in ppik a capacity lu Qr-
Page 111 and 112:
variety of techniques and leaching
Page 113 and 114:
The qBtion Olai miglt be esked herc
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qulirative natue of leming. On the
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hem (l) is rclated only 1o the gnk.
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(2) lesson 2/4 in the old texlbook.
Page 121 and 122:
In the next ilen (8), ir was obsene
Page 123 and 124:
CIIAPIER Xtr CONCLUSIONS AND IMPI,I
Page 125 and 126:
fte way to ihe suggested approach.
Page 127 and 128:
iespected as individual. To rcspect
Page 129 and 130:
aggrcsion or self-jutificalion as t
Page 131 and 132:
C}IAPTER XIII GUIDELINES FOR A TRAI
Page 133 and 134:
leaming is sen a! a process in whic
Page 135 and 136:
Coming to lle role ofihe leacher in
Page 137 and 138:
ft. couse shodd b€ quit clear of
Page 139 and 140:
Sellcoreclion is easier to rem€mb
Page 141 and 142:
SiDulation a a rype of activiry tha
Page 143 and 144:
Nu'an (1938:22) points out " Tlere
Page 145 and 146:
couffy are voied as follows "libenL
Page 147 and 148:
exp€dence rhat lrkes Plac€ in s
Page 149 and 150:
2r. h.r.\ t{, (rto
Page 151 and 152:
60, sbi.k,q094lrmrlt'hk4r3.ld.lht o
Page 153 and 154:
MATERIAL ADAPTATION 1.a. Old Textbo
Page 155 and 156:
approaches. Therc are other types o
Page 157 and 158:
. nEy change or ldd infonnation oft
Page 159 and 160:
LES9oNS (36) &&relcr!e!e!i Th. tcac
Page 161 and 162:
Afier adaotaffon: Snrderls g€t m
Page 163 and 164:
Aft6r adaotation: A ...ding skill:
Page 165 and 166:
tinked with €al lif€ affaiB. As
Page 167 and 168:
'.- Or by explaining (includin8 tra
Page 170 and 171:
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Page 180:
a iI I I I +.* -" I L."*,**,, 1".".
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Page 185 and 186:
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Page 187 and 188:
ndrrrrki t h th:- C'rl-!- ' J'rn: Y
Page 189 and 190:
D Da Nd.'d S$ir. re ii.. io 'hn iEr
Page 191 and 192:
UNIT 2 SERVING TItE PEOPI.E Four se
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l! I I ' Aar,,L^, fr (" l gsLlrd:L
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